Search results for ‘Subject term:"social work education"’ Sort:
Results 1 - 10 of 94
Sensory language (SDM) as a tool in the creation of a body cognizant social worker
- Authors:
- WALTER Ofra, SHENAAR-GOLAN Vered
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.63-76.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
There is growing evidence that being comfortable in one’s body is a necessary foundation for the reflection required to cope with complicated situations. Movement activity based largely on nonverbal communication can help social workers deal with complex feelings and problems that arise among their clientele. Based on preliminary research results, the Sherborne Developmental Movement (SDM) model was embedded in a course given to MSW students. In the study, the course module sought to assess the contribution of sensory communication to MSW students’ self-conscious awareness of themselves and their clients. The participants were 19 MSW students, men and women of varied cultures who wrote a thematically analysed reflective diary. The SDM model contributes to body cognizance in social work by reprogramming self-consciousness through movement. Movement activity seemed to position participants to experience how body awareness allows a more intimate means of communication with and understanding of their inner world. (Edited publisher abstract)
Another way of looking
- Authors:
- CAMERON Colin, TOSSELL David
- Journal article citation:
- Social Work Education (The International Journal), 31(2), March 2012, pp.241-245.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents the dialogue from a discussion that emerged in response to a dilemma faced by an experienced social work lecturer in planning an introductory life course lecture about people labelled as having learning disabilities. The dilemma related to whether or not to begin with a quote from a parent reflecting on her own feelings shortly after her twin children, aged six months, had been identified as having a congenital impairment. The dialogue in the article was made 13 years later, and involved a recollection of how the mother had felt when seeing a display of skipping ropes in a department store. A discussion ensued concerning how ways of thinking about impairment can be informed by the affirmative model of disability, a recent theoretical development within disability studies. The aim is to illustrate the application of the affirmative model and to provide disabled people/social workers/families with a theoretical tool with which to look differently at impairment and disability and to challenge some traditional assumptions and practices.
Language
- Author:
- KORNBECK J.
- Journal article citation:
- British Journal of Social Work, 31(2), April 2001, pp.307-316.
- Publisher:
- Oxford University Press
This research note contends that language training is an asset for both prospective social workers (social work students) and those already practising the profession (social workers). The realisation here of would imply the inclusion of language classes (native or foreign) within initial and/or further training at various stages of a social worker's career. Presents bibliographical evidence which demonstrates that the question of teaching social workers languages has not yet received the treatment in social work literature which it deserves. The author argues that it should and mentions a postal survey he is currently co-conducting, the aim of which is to show - albeit in outline only - how many European countries' social workers receive language training, and what kind of courses they are offered. The note intends to stimulate further research and refers to a recent BJSW paper (Pugh and Jones, 1999) which contains both some evidence and some opinions pointing in the same direction.
To interpret or translate? That is the question
- Authors:
- HORWATH Jan, SHARDLOW Steven
- Journal article citation:
- Social Work in Europe, 7(2), 2000, pp.36-40.
- Publisher:
- Russell House
There has been a rapid growth of trans-national education and training in social work but little attention has been given to the importance of developing effective communication through the process of interpretation. Drawing on experiences in working with colleagues in Eastern and Central Europe the article explores some of the issues in the development of good practice in this trans-national education across linguistic boundaries. Using case examples from the Czech Republic and Ukraine, this paper explores some of the issues and dilemmas educators and translators face when working together to plan and deliver a trans-national social work programme. Concludes with a code of practice for interpretation in the context of trans-national social work education.
Stay with the 'FLO': evaluating a mobile texting service to enhance social work student retention while on placement
- Authors:
- BOATH Elizabeth, et al
- Journal article citation:
- Social Work Education (The International Journal), 37(7), 2018, pp.909-923.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Practice placements are a trigger point for social work students dropping out of university. This small pilot study, explores the use of ‘FLO’, an automated text message service, to support social work students on their 70-day placement. Participants were asked to complete a FLO evaluation questionnaire and to attend a focus group to explore their experiences. Data were analysed using descriptive statistics and thematic analysis of focus group transcripts. Five key themes emerged: student retention, sense of belonging and attendance; importance of the initial text message; frequency of FLO text messages and reminders; stopping the FLO and the future potential of FLO. Student retention was 100% during the placement period. Issues concerning the costs incurred by participants when sending reply text messages were also evident. The authors conclude that FLO, or other similar mobile technologies may be a useful addition to approaches to improve undergraduate social work student retention rates during placement. However, the correct focus and student involvement in designing the content of the text messages is critical. (Publisher abstract)
A conceptual framework for contextualizing information technology competencies
- Authors:
- QUINN Andrew, FITCH Dale
- Journal article citation:
- Journal of Technology in Human Services, 32(1-2), 2014, pp.133-148.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study examines field agency expectations for technology literacy skills in new employees using a conceptual framework that organizes these desired skills of employees by categories including: ability to record data, generate information, produce knowledge, and communicate. Findings indicate that MSW graduates are expected to have the highest level of skills related to information and communication, and employers hold fewer expectations related to data and production of knowledge. These findings are concerning because data is the building block for information, knowledge, and communication skills, and social work education has a large knowledge component. Implications for social work education are suggested. (Publisher abstract)
Integrating the common core of skills, knowledge and understanding into social work education in Wales
- Authors:
- LEFEVRE Michelle, BOUSHEL Margaret
- Publisher:
- Care Council for Wales
- Publication year:
- 2010
- Pagination:
- 18p.
- Place of publication:
- Cardiff
The Common Core of Skills, Knowledge and Understanding for the Children and Young People’s Workforce in Wales has been proposed for adoption by the Welsh Assembly Government. However, the social work degree programmes in Wales have not yet successfully integrated the Common Core into their curriculum content. In particular, 2 areas have been shown to need further emphasis and expansion: child development; and communicating and engaging with children. The aim of this project was to provide university tutors and practice educators with the opportunity to come together to explore materials and methodologies which would enhance their capacity to integrate these aspects of the Common Core within their programmes. The central focus of the project was 2 workshops, one held in North Wales with 11 attendees and the other in South Wales with 17 attendees. The participants were asked to discuss effective teaching and learning approaches, with the aim of identifying examples of good practice. They were also asked to provide written summaries of teaching and learning strategies and exercises which would be incorporated into the resource pack. This report sets out the main issues explored in the workshops and outlines a number of recommendations. It also provides a tentative curriculum outline developed by the workshop facilitators drawing on these recommendations.
Why learn a language? The potential of additional language tuition for linguistic identity awareness and anti-discriminatory practice within British social work education
- Author:
- BISHOP Valerie
- Journal article citation:
- Social Work Education (The International Journal), 27(8), December 2008, pp.913-924.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The article discusses language as a form of social differentiation and the importance of its recognition as such within social work. Structural and ideological barriers to the recognition of linguistic identity within the UK context are explored, before focusing on additional language tuition and the benefits of its use as an awareness raising tool, drawing from socio-linguistics literature and applying it to social work education. Research points to the necessity of the development of a 'third place' between a native and target linguistic culture to permit a greater depth of understanding of multicultural and multilingual contexts. It is argued that culturally competent language tuition, when used beyond an exercise in communicative competence or bilingual resource development, has great potential in terms of developing anti-discriminatory practice past a monolingual framework, and allowing monolingual practitioners to discover their own linguistic identities, and reach their own 'third place'.
Teaching qualifying social workers skills for direct work with children
- Author:
- GOODYEAR Annabel
- Journal article citation:
- Social Work Education (The International Journal), 26(7), October 2007, pp.737-740.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The new qualifying degree in social work offers academics the opportunity to extend the previous diploma curriculum, in order to enable students to gain a wider range of practice skills. Embedding the teaching and learning of skills for direct working with children within a theoretical context of the understandings of effective communication with children and also that of therapeutic methodologies has proved an effective and popular method with qualifying students.
Orality and literacy: their relevance to social work
- Author:
- TSANG Nai Ming
- Journal article citation:
- Journal of Social Work, 7(1), April 2007, pp.51-70.
- Publisher:
- Sage
This article examines the issue of orality and literacy and reflects critically on their relevance, challenges and opportunities in relation to social work practice and education. The findings from language studies on the effects of literacy on individuals are examined, identifying the significant features of the oral and literate mind-sets. Using these findings, the hiatus between the literate mode of education and oral mode of practice in social work, and its possible effects, are scrutinized. Three types of incompatibility are identified: between clients and social workers; between direct and indirect practice; and between education and practice. Empirical studies can be conducted in education and practice based on the deliberations of this article to test the validity of the assertions and the heuristic tools suggested. Social work educators and practitioners may want to redress the balance between the oral and written modes of communication in curriculum design, methods of assessment and accounting for practice, with due recognition of the orally mediated mode of knowledge construction and dissemination.